Redefining Access: Embracing multimodality,memorability and shared experience in Museums

The authors discuss the principles of “access for all” in museums, both physical and intellectual access. They explore this question of multisensory processing in neurologically typical individuals, and case studies of two Portuguese museums that experimented with implementation of an “access for all” approach to the presentation of their permanent collections. The study was designed with three phases: addressing architectural barriers to access, preparation of accessible information about space and objects, and testing of alternative formats to convey this information to learn how to meet diverse needs in different ways. Set in the context of research on multisensory learning, this article discusses why an access for all principle is a majority issue as well as a moral and legal concept. It discusses two case studies where an “access for all” museological approach has been applied to access to the collections, with differing success. The discussion focuses on how an “access for all” approach could enhance learning, long‐term memorability and the ‘cultural value’ of a museum experience for all visitors.     

Nutritional intake of elite football referees

Abstract

There is a paucity of dietary data in football referees. In this study, 23 elite main and assistant referees (34.4 ± 5.6 years) completed a 7-day dietary record during the competitive season. No nutritional intake differences were observed between main and assistant referees. Referees’ mean daily energy intake (DEI) was 2819 ± 279 kcal. The intake of proteins (1.7 ± 0.2 g · kg^?1), carbohydrates (4.1 ± 0.8 g · kg^?1) and fats (1.4 ± 0.2 g · kg^?1) represented, respectively, 18.4 ± 1.5%, 44.4 ± 4.4% and 34.6 ± 4.1% of the DEI. Carbohydrate intakes before, during and after exercise were 66 ± 42, 7 ± 15 and 120 ± 62 g. Daily carbohydrate, fibre, polyunsaturated fat and water intakes were below recommendations, while fat, saturated fat, cholesterol and sodium intakes were above recommended values. The prevalence of inadequate intake was high for vitamin E (96%), folate (74%), vitamin A (61%), vitamin C (39%), magnesium (26%) and calcium (22%). Carbohydrate intake before, during and after exercise were far from achieving the minimum recommended values. Most referees demonstrated a negligent behaviour of hydration during exercise. Referees would benefit from dietary education in order to optimise performance and health.     

Science curricula design: analysis of authors’ ideological and pedagogical principles

The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle schools contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse. The ideological principles underlie broad educational aims and the pedagogical principles underlie characteristics of the pedagogic practice. Data was obtained through a semi‐structured interview with the authors and documental analysis of their publications. The results suggest that the authors were distinct in the ideological and pedagogical principles they valued and that discontinuities were evident between those principles and the curriculum message. These results are discussed and their consequences in terms of scientific learning are explored.     

Knowledge,Belief, and Science Education

This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students’ belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students.     

Students’ Alternative Frameworks and Teaching Strategies: a pilot study

Research has shown that students’ alternative conceptions in science are quite resistent to change, which indicates that the teaching strategies used are not appropriate and that new strategies should be implemented in order to promote conceptual change. This pilot study was carried out with 100 Portuguese 5th grade students and aims: (a) to investigate a teaching strategy geared to the students’ conceptual change, taking into account their misconceptions about scientific ideas; (b) to promote a better attitude towards science. The results of this study indicate that the teaching approach based on the pupils’ alternative ideas and that makes them reflect on their own work and ideas, seemed to increase learning of scientific concepts related to the topic ‘properties and corpuscular model of the air’ and consequently favoured conceptual change better than a ‘traditional’ approach.     

Models in Science and in Education: A Critical Review of Research on Students' Ideas About the Earth and its Place in the Universe

Research on students' conceptions about the Earth and its place in the universe has been active since 1976. These years have also witnessed the development of the constructivist model of learning and a growing interest in epistemological and historical considerations among science educators. The paper presents a critical review of the research in the light of epistemological, historical and cognitive aspects. The analysis shows that, as far as the research on the shape of the Earth is concerned, the research results are valid and conclusive in giving general information about children's ideas. The same cannot be said for the research concerned with the position of the Earth in the Universe, where the Copernican model, seen as the final essence of astronomical concepts, drives the research questioning with little correlation of the model with the empirical level of observation.     

Cone Beam Computed Tomography (CBCT) Technology and Learning Outcomes in Dental Anatomy Education: E-Learning Approach

E-learning is an educational method that improves knowledge innovation by sharing relevant images for advanced learning, especially in a pandemic state. Furthermore, cone-beam computed tomography (CBCT) is a method that gathers medical or dental diagnostic images. This study aimed to analyze the effectiveness of dental anatomy education through a CBCT technology tool, through teachers' and students' perspectives, adjusted according to the disruptions caused by the Covid-19 pandemic. A cohort study and longitudinal exploratory analysis were performed. Forty undergraduate first-year dental students, from the University of Coimbra in Portugal, were selected as per the inclusion and exclusion criteria. Two different teaching methods were applied during an identical time-period: face-to-face lectures complemented by physical models (T1 cohort) and webinar lectures complemented by CBCT images (T2 cohort). Learning outcomes were then studied according to theoretical and spatial orientation contexts. A self-reported survey that focused on students' satisfaction, stress, and support was studied. Both teaching methods were analyzed with paired sample student's t-test and Pearson Correlation Confidence intervals 95% with P < 0.05. Furthermore, exploratory factor analysis (EFA) was used for self-reported satisfaction survey validity and reliability analysis. The learning outcomes between T1 and T2 cohorts were statistically significant, (P < 0.001) corresponding to differences with a large effect degree (r > 0.60). Students' satisfaction, as measured on a six-point Likert scale, was positively influenced by the webinar lectures supplemented with CBCT images (T2 cohort) in a learning context (4.95 ± 0.5) and future applications (5.92 ± 0.27). In conclusion, the webinar approach with CBCT images was more effective and better learning method for teaching dental anatomy.     

Start and turn performances of elite sprinters at the 2016 European Championships in swimming

The aim of this study was to examine the performance characteristics of male and female finalists in the 100-m distance at the 2016 European Championships in swimming (long-course-metre). The performances of all 64 (32-males and 32-females) were analysed (8 swimmers per event; Freestyle, Backstroke, Breaststroke and Butterfly). A set of start and turn parameters were analysed. In the start main outcome, male swimmers were faster in Butterfly (5.71 ± 0.14s) and females in Freestyle (6.68 ± 0.28s). In the turn main outcome, male and female swimmers were faster in Freestyle (males: 9.55 ± 0.13s; females: 10.78 ± 0.28s). A significant and strong stroke effect was noted in the start and turn main outcome, in both sexes. In the start plus the turn combined, males and females were faster in Freestyle (males: 15.40 ± 0.20s; females: 17.45 ± 0.54s). The start and the turn combined accounted almost one-third of the total race time in all events, and non-significant differences (p > 0.05) were noted across the four swim strokes. Once this research made evident the high relevance of start and turns, it is suggested that coaches and swimmers should dedicate an expressive portion of the training perfecting these actions.     

Effectiveness of pedalling retraining in reducing bilateral pedal force asymmetries

ABSTRACT

Previous studies have been limited to describe asymmetries during pedalling and suggest possible repercussion on performance and/or injury risks. However, few studies have presented strategies to mitigate asymmetries. The purpose of this study was to assess the effectiveness of a pedalling retraining intervention to reduce bilateral pedal force asymmetries. Twenty cyclists were assessed and 10 enrolled in a pedalling retraining method receiving visual and verbal feedback of pedal forces. The asymmetry index was computed for comparison of bilateral peak pedal forces and used during retraining (12 trials at 70% of peak power). Significantly larger asymmetry was observed for asymmetrical cyclists at the first three trials (P < 0.01 and ES = 1.39), which was reduced when post-retraining was compared to measures from symmetrical cyclists (P = 0.69 and ES = 0.18). Cyclists with larger asymmetry (>20%) in bilateral pedal forces reduce their asymmetries using sessions of pedalling retraining and achieve asymmetry indices similar to symmetrical cyclists.